Day 1

Before
Reading
During
Reading
After
Reading
Day 1
Show card with target words and pictures
o Fandango
o Escape
o Jig
Pronounce each word. Have children repeat each word.
o Fandango
o Escape
o Jig
Tell child-friendly definition.
o Fandango
A foolish or useless act
o Escape
Breaking free from something
o Jig
A lively dance with leaping moments
Tell children that they will learn more about these words in this weeks book.
Introduce this weeks book
o Today we are going to read a book called Nothing Sticks like a
Shadow by Ann Tompert.
Focus on the pictures first. Ask children to name and talk about pictures.
o Expand childrens responses and model correct sentence formation
Pg. 5 What is the rabbit doing on this page?
Pg. 7 Where are the animals on this page? What do you
think they are doing on this page?
Pg. 8-9 Why do you think the rabbit is hiding in the bush?
Pg. 11 What is that thing under the rabbit?
Pg. 15 Why do you think is going on with Rabbit and Beaver in
this picture?
Pg. 17 Why does Rabbit look sad?
Pg. 20 What do you think Fox has in her hand? What do you
think she is going to do with that?
Pg. 25 Where is Rabbit on this page? What do you think
happened to him?
Pg. 27 Why is Rabbit walking with his ear and head down?
Pg. 28 Why do you think Rabbit decided to go to sleep?
Pg. 31 Who reappeared in this picture?
Pg. 32 What do you think happened on this last page of the
story? What makes you think that?
Read the book aloud in full, children listening
Stop only to talk about target words as they appear in the book
o Pg. 5 fandango
o Pg. 6 escape
o Pg. 16 jig
o Pg. 32 fandango
Show word cards
o Fandango
o Escape
o Jig
Ask children to say the words (Fandango, escape, jig)
Tell a child friendly definition
o Fandango
A foolish or useless act
o Escape
Breaking free from something
o Jig
A lively dance with leaping moments
Return to the page where the words were used and discuss them again.
o Pg. 5
On this page I read the word fandango. What does fandango
mean again? (Discuss this word, according to student
responses.)
o Pg. 16
Rabbit danced a little what? What is a jig? (Discuss this word,
according to student responses.)
o Pg. 28
Woodchuck said that he cant do what either? Escape his
shadow. (Discuss this word, according to student responses.)
Tell another way each of the words could be used.
o Fandango
Two hippos were dancing a fandango.
o Escape
We had to escape the house due to the fire that occurred.
o Jig
The pig danced a jig.
Ask children to say the words.
o Fandango
o Escape
o Jig
Small Group Lessons (Tier II)
Alphabet
Review
Basic Alphabetic Knowledge Group (15 min.)

Sing the ABCs
Say the ABCs
Look at the letter shapes
o Teacher says the name and then points to the shape
o Teacher says the name, students point to the shapes
3
mi
n.
[Look at Pg. 30 in Differentiated Reading Instruction book for more

details]
Initial
Will work with sounds
Sound
Sorting
o Sounds: /b/ and /m/

Tell students that /b/ and /m/ are two different sounds
Have students point to pictures with the same starting sound.
o Will provide students with a picture of a ball and a moon
o Read these words to the students: back, mother, my, box,
man, big, make, baby, boy, more
o Students will point to the picture that has the same
starting sound as the words listed in the previous bullet
point.
mi
n.

details]
Letter
Names and
Sounds
Will work with letters

Explain to students that we will work with two sets of letters.
o B and M
Explain that these two [Indicate Bb] are named Bb.
o Have students look at the shapes
Explain that these two [Indicate Mm] are named Mm.
o Have students look at the shapes
Teacher says a letter name and students point to the right
shape
o Drill Bb and Mm
2
mi
n.

details]
HighFrequency
Words
Will work with two words

o the and of
Tell students that you use the word the in these sentences:
Say the sounds in the word /th/ /e/.
Write the word t-h-e.
Explain that there are two sounds and three letters in the word
the.
Tell students that you use the word of in these sentences:
Say the sounds in the word of.
Write the word o-f.
Explain that there are two sounds and two letters in the word of.
4
mi
n.

details]
Tracking
Memorized
Text
Show students a message

o Bob is a good reader.
Show students how to read it by looking at each word, saying
each word out loud, and pointing to each word.
1
mi
n.
Have students do it with you.

details]
Say-It-andMove-It
Letter Sounds Group (15 min.)

Will work with sounds.
Teacher will say a word and then stretch the word. The teacher
will then say it and move it (do this by moving a marker into a
box for each sound).
Then the students will do it with the teacher.
Will repeat this for these words: cat, big, cob, top, bad, bid, not,
bag, rot, did, dip, bat, cab, fig, bob
5
mi
n.

details]
Sounding
and
Blending
We will work with words.

o We will sound and blend these words.
o [Give a copy of the days word list to each student]
o Teacher explains that you do this by looking at each word,
make each sound, and then say them fast to make a
word.
o Teacher models: /c/ /a/ /t/ cat
Teacher and students sound and blend these words: cat, big,
cob, top, bad, bid, not, bag, rot, did, dip, bat, cab, fig, bob
Have students sound and blend on their own.
5
mi
n.

details]
HighFrequency
Words
Will work with 5 words.

o Words: the, a, of, to, in
Teacher will count the sounds in each words
Teacher will write each letter of each word.
Teacher will say each word and have the students point to it
Teacher will say each word and the students will find it and spell
it out loud.
5
mi
n.

details]
Oral
Segmentin
g and
Letter Patterns (15 min.)

Will work with sounds
Teacher will say a word slowly and students will say it fast.
o Teacher will say these words slowly: pat, rap, sag, map,
5
mi
n.
Blending
fat, nag, lap, mat, rag, rat, sat, nap, lag, wag, tap
Teacher will say a word quickly and the students will say it
slowly.
o Teacher will say these words quickly: pat, rap, sag, map,
fat, nag, lap, mat, rag, rat, sat, nap, lag, wag, tap

details]
Teaching
Letter
Pattern
Will work on reading and spelling three vowel patterns.

o The three vowel patterns will be: /at/ /ag/ /ap/
Teacher will explain that these vowel patterns are the sounds at
the end of words such as:
o The /at/ pattern is the sound at the end of bat.
o The /ag/ pattern is the sound at the end of tag.
o The /ap/ pattern is the sound at the end of cap.
Teacher will tell students to listen to words and to point to the
picture with the same sounds.
o The words used for this are: pat, rap, sag, map, fat, nag,
lap, mat, rag, rat, sat, nap, lag, wag, tap
Teacher will say the words again and students will spell each
one. The students will use the patterns to help them spell each
word.
o Words: pat, rap, sag, map, fat, nag, lap, mat, rag, rat, sat,
nap, lag, wag, tap
5
mi
n.

details]
HighFrequency
Words
Will work with 5 words.

o Words: he, was, for, it, on
Teacher will count the sounds in each words
Teacher will write each letter of each word.
Teacher will say each word and have the students point to it
Teacher will say each word and the students will find it and spell
it out loud.
5
mi
n.

details]
Writing Lesson (Tier I)

Discussion
of Story
Day 1: Read Aloud & Introduce the Genre Elements

Explain that you will read a story.
o Today we will read a story called Giggle, Giggle, Quack.
3
min.
Introductio
n of Story
Elements
Read Aloud
End of
Lesson
Ask students why authors write stories and why people tell
stories.
Have a discussion about the purposes of stories.
o Explain that stories can be entertaining, can describe an
experience, or can teach us something
Explain that there can be many types of stories such as
mysteries, fairytales, and fables.
Explain that stories have a beginning, middle, and end.
o The beginning includes the characters, the description of
the place and time, and the problems that the characters
fac.
o The middle includes all the events that the characters
experience as they attempt to resolve the problem
o The end reveals the solution to the problem
Display the Chart with Story Elements
Explain that a good reader pays attention to these elements so
they can understand the story better.
Introduce the book
Explain that you will read the book and take notes on the story
elements
Begin reading the book and stop often to see if you have
learned anything about the story elements
Explain how the elements helped you understand the story and
retell it
Explain that in the next weeks, students will learn how to write
stories using the story elements.
5
min.
11
min.
1
min.

Day 1

Uploaded by

Copyright:

Available Formats

Day 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Day 1

Uploaded by

Copyright:

Available Formats

Before

Basic Alphabetic Knowledge Group (15 min.)

[Look at Pg. 30 in Differentiated Reading Instruction book for more

Will work with sounds

o Sounds: /b/ and /m/

[Look at Pg. 30 in Differentiated Reading Instruction book for more

Will work with letters

[Look at Pg. 30 in Differentiated Reading Instruction book for more

Will work with two words

[Look at Pg. 30 in Differentiated Reading Instruction book for more

Show students a message

Have students do it with you.

[Look at Pg. 30 in Differentiated Reading Instruction book for more

Letter Sounds Group (15 min.)

[Look at Pg. 42 in Differentiated Reading Instruction book for more

We will work with words.

[Look at Pg. 42 in Differentiated Reading Instruction book for more

Will work with 5 words.

[Look at Pg. 42 in Differentiated Reading Instruction book for more

Letter Patterns (15 min.)

[Look at Pg. 49 in Differentiated Reading Instruction book for more

Will work on reading and spelling three vowel patterns.

[Look at Pg. 49 in Differentiated Reading Instruction book for more

Will work with 5 words.

[Look at Pg. 49 in Differentiated Reading Instruction book for more

Writing Lesson (Tier I)

Day 1: Read Aloud & Introduce the Genre Elements

You might also like